The rapid growth of science and technologies in the globalization era, will be dynamic and complex in the whole life aspect; social, cultural, arts, technology, economic, etc. The communication and the information dominate and influence the development of science and technology in all sectors and these happen in English. In addition, most countries in the world, including Indonesia, have recognized that English is the international language.

As a matter of fact 1,500 languages used in different countries where radio, telephone, and advertisement in all its forms have suddenly get in touch with one another. Such a large number of languages, that is impossible for the people to use. Therefore, maybe, the world leaders have put only one language for international affairs. Finally, we have found English in this position.

The communication is going through the world by using English as the international language. The people, who are not able to use English, cannot take part in the worldwide relationship. Consequently English is widely learnt and used by many peoples wholeover the world. As the international language, english is used by everybody who has capability to use it. Furthermore, people also use it widely in their daility acivity according to their own competence of the activity.

The complexity of the utility of english requires the methods to learn English in more specific course. That is namely english for specific porpuse. English for Specific Puposes’s features is different from the teaching of General English. It learn english in more definite and narrower topic of course. The scope of English for Specific purposes concentrates in only one course, for example: medical, bussiness, tourist, and trades. Finally the term of English for specific purposes has appeared frequently in the process of learning English.

Learning English for specific purposes becomes a new topic of discussion in English courses. Considering wide utility of English in peoples’ daily activity vocabulary is very important to develop our English, vocabulary becomes important to be mastered.

Learning English is still difficult for the specific learner becauses they will find a new terms of their own field of life. There are, must be, so many terms that have to be matched with their competence. Such as: the terms of surgery for the surgeon, machines for the mechanic, and so on.

The specific learner will find difficult to understand conceptual distinctions, which do not occur in their native language. There are differences between English Language system and the native language that are often make difficulties to learn it.

BASIC CONCEPTS OF TEACHING AND LEARNING ENGLISH

FOR SPECIFIC PURPOSES

A. Problem surveyed

There are two points of Particular theoretical : The particulary requirement of learners have led to the need for a different response by teachers.

Particular practical issues : material designers are discussed together with the notion behind such responses the renewed intereset in language as communication, and the movement away from structural behaviourism methodological models for example.

B. The Aims of English Language Learning

In very general perception, english is learned for attempting the sense of “good thing” for the learner to learn foreign language as apart of abroad education.

In most specific conception, English is learned specifically to attemp the requairement of some occcupational completion, vocational training, or academic or professional study.

C. Material and Teaching

The process of learning English for specific purposes employ certain prerequisite to do it. It is the most fundamental ideas that there are two important English language teaching characteristics which influence profoundly the methodology are:

1. Material production : what material should be taught to the learner? And where are the material taken from. It is necessary to teach English to the specific learner by correlating them into the material taken from their own field of life or their competence. This material should enggage the learner into their real life. Therefore, the learner will learn english word or sentences easily through their own concepts.

2. Classroom activity : what techniques used in the activity of teaching and learning English. It is to be somewhat blameless to practice their routine job in the class by busing English. The learner should be directed into use English as in their real life activity.

D. The Role of English

The role of English is associated with particular uses of English to extract information, interpret data and theories, report on latest advances, etc. in particular areas of specialist knowladge. Language in science can be associated with particular scientific concepts and methods of enquiry. Thus, there is obvious common sense in seeing the role of English at the tertiary level in association with particular specialist subject are. The teaching and learning of English can, and shoul ideally, be seen as a set of integrated activities in both medium and auxiliary language situations.

E. Translation

The number of language into which the texts would need to be translated and the number of translators that would be required not only adequately conversant with the subject specialism . the convensation of the kinds of discourse found within such subjects, but also having a near native-speaker like competence in English.

The use for English as a medium of instruction is often a political decision of some consequence, even at intermediate level, and may no be countenaned at the secondary level.

F. The L1 in Teaching

It is argued that it interferes with the processes of achieving fluency in English and encourages a continued dependency upon the L1 as the mediator between the mental encoding or decoding of messages and the target language. when he si required to recall or produce it, he does so in his required to be at his disposation L1 only exts. That is, although the information presented to him is in English mother tongue. Students or professional in the various branches of science and technology are already familiar with the procedures of their field and the manner in which communication in their specialism are organised. And the result, as every teacher knows, is not a re-creation of the information contained in the original text, but a mangled vesion of the surface structures. Information transfer, or re-creation of information, on the other hand does not involved a direct movement from a text in one language to a text in the other. It is a three concerned operation making use of non-verbal or partly-verbal representation of information, such as graphs, tables, diagrams, flow charts and illustrations.

G. Identifying the nature of the learner

Considering the various background of the learner who learn English, we have to decide and to identify them in order to arrange the specific class. The identification is enable teacher to put the learner in to the same group of learners.

The responsibility of teachers involved in planning courses for given groups of learners for specific purpose, to determine accurately what these specific purpose are. There are two ways to determines the nature of the learner’s need,those are by giving “Questionare” or “ Stuctured interview “. But both of the have some advantages and also diadvantages.

The structured interview has several advantages over the questionare:

1. Since the gatherer is asking the questions, none of them will be left unanswered as frequently happens in questionaire.

2. The gatherer can clasify any misunderstanding which may crop up in the interpretation of the question.

3. Perhaps most advantageously, the gatherer can follow up any evenue of interest which arises during the question and answer session but interview.

CONCLUSION

The concepts of learning English for specific purposes is concerned on two points of views, those are:

1. Material development

2. Classroom activity

In order to seek the goal of learning English for specific teacher/instructor should provide them as well as possible.

reference

1. Mackey R. And A. J. Mountford. The Teaching of English for Special Purpose: Theory and Practice.

English competence is functional time after time. Everybody that has need for enriching their personal improvement needs to learn English. English is used widely in all around the word. In some countries, English is used as the first language. Therefore, English is learned by everybody, since children up to adult. Thus, the English mastery becomes an important need in the modern society.

English in Indonesia is learned as foreign language, so that it is only learned and used by certain people. To prepare for the future era, Indonesian people have learned. English since in early age or children. In this case, teaching English for children becomes familiar and widely known in the recent time.

Teaching English for children is not easy. The children gained their English acquisition and learning as well as general their level of cognitive development. The teacher must consider the existence of children as the novice learner of English. The students should be put in certain condition to employ their English acquisition or learning in order to encourage them in the process.

Teaching English for children needs media or facility to provide the teaching and learning process. In this case, the writer has an opinion to attend the needs of media that is by using picture as media. We should realizes that we should help the children to learn English.

it's no secret, parents should pay attention to the way they communicate with their children. What we say - and how we say it - is an important issue. Parent communication will have an impact on parent-child relationship in the long run.

Simple sentence that comes out of your mouth when you're frustrated parents can have a major impact.

"Words can be painful and can not be pulled back, so be careful," said Debbie Pincus, a therapist, parenting coach and author of "The Calm Parent: AM & PM".

"We're human. Our lives are crazy and sometimes we do not give time to rest and think to yourself," said Pincus. "Just be careful and responsible, with anyone we speak."

Here are five things that parents should not be spoken to their child.

"I do not care."

Young children love to tell about everything. About their conversation with his friends, form a cloud that they taste like sea snakes, the reason they push the entire contents of toothpaste into the tub.

But sometimes parents do not want to listen to them. Do not ever say you do not care about their stories. That would make the children feel important and eliminate the sense of trust.

ADVICE: Tell your child that the problem could be addressed at a later time, when you can focus on the child's speech. But do not bad-faith. Do not forget to discuss.

"You're already big!"

Your daughter is 7 years old but still act should a child age 3. Never blame acted as he said "You're already big!" This will make the children feel when they could be criticized for being a problem and need help to solve them.

ADVICE: "When you want to react, take a minute lag time," said Pincus. Consider carefully the impact of your words, so not a spontaneous reaction of origin. Breaks to help lower the adrenaline so the brain can not think without emotion.

"Apologize!"

Your child grabbing his friend and made her cry. You will direct the child to apologize for his actions. You did mean noble, but forcing children to apologize for not teaching them social skills, says Bill Corbett, author and educator.

Small children can not immediately understand why they should apologize. When was always told, they could have been more slow to understand the reason to apologize when you've done a bad action

ADVICE: Apologize to a child who is made to cry by your child, so that at the same time you give him a good example of behavior to be implanted.

"Can not cook, too?"

You teach a child to catch the ball five times in a row, and he has not advanced as well. Or, when learning about math, he did not understand kunjug. You immediately ask "can not cook, too?" These comments are going to drop their mental.

For, as Jill said Laurean learning experts, the children will catch it with a different question. They will think you are asking "Why can not too? What is wrong with you that can not? "

ADVICE: Take a break. If you already do not know another way to teach a child about something, stop. Continue the lesson when you're ready to try again, perhaps after seeking another approach to teaching whatever your child is learning.

"Left ya!"

Your child refuses to leave the toy store or the park, while you are late for appointments. So you give an ultimatum to scare him: "Left ya!" For younger children, parents fear abandonment is something very real. But what happens when the threat did not work? Child quickly learns that the father or mother gives empty threats.

ADVICE: Do not tell the child that you will abandon them. Instead, make travel plans (from a toy store to the next) before departing from home.

The Teacher Report: 7 Crazy Things People Say to Teachers (and How to Respond)

by WATstaff yesterday - last edited yesterday

If there’s one thing we know about teaching, it’s that very few people know what it’s like to work with 20 (okay, 35) students, day in and day out, in an attempt to meet a long list of individual and corporate educational goals. Simple, right? So some people call teaching glorified babysitting. Others repeat that irksome phrase “Those who can, do, and those who can’t…” (Ugh, we can’t even bring ourselves to finish that one.) That’s why, in honor of Teacher Appreciation Week (May 7–11), we’re offering seven comebacks to the craziest things people say to teachers. Next time you get hit with one of these beauties, we hope you’ll be prepared!

1. The comment: “It must be nice to have summers off.”

The comeback: “Actually, I’m not out of the classroom until late June and I have to go back in early August. During my five weeks ‘off,’ I will be mapping out curriculum for the next year, cleaning and organizing my classroom, and catching up on professional reading. Of course, some summers I also take on a temp job earn a little extra cash. So what do you say…want to trade places?”

2. The comment: “Oh! You teach kindergarten? How nice to play with finger paints and glitter all day!”

The comeback: “Yes, we finger paint in kindergarten…not to mention learn the fundamentals of reading, math, science, and social behavior that will set the stage for the next twelve years of learning. But sure, finger painting is fun!”

3. The comment: “I always thought that if my current nuclear engineering/artist/writer job didn’t work out, I could become a teacher.”

The comeback: “Yeah, cause teaching 30+ kids about nuclear engineering/art/writing is a breeze! Teaching certainly isn’t a ‘fallback’ job, but if you have the desire and commitment to put 50 plus hours a week toward a group of diverse learners, please consider it. We always need more passionate teachers.”

4. The comment: “I don’t understand why teachers object to merit pay. At every other job, you get paid what you’re worth.”

The comeback: “I’m not opposed to being paid what I’m worth. The trouble is defining the value of a good teacher by test scores. Unless, of course, you think your SAT score was the ultimate predictor of your worth.”

5. The comment: “Johnny NEVER misbehaves/has trouble paying attention/hits other kids/acts out at home. I wonder what you’re doing in the classroom to make that happen.”

The comeback: “That is strange that Johnny has such different behavior in the classroom. Let’s figure out a way to get to the bottom of this. You’re welcome to observe my teaching any time you want. When can I come to your house?”

6. The comment: “It can’t be that hard to control a classroom of 28 students. Just have clear expectations.”

The comeback: “If it were that simple, I’d have my classroom rules tattooed on every kid’s arm. The reality is, a lot goes into classroom management. But if you have any magic behavior spells, please share them! I’d love to know.”

7. The comment: “I bet it’s nice to have a cafeteria where you can get lunch right on campus.”

The comeback: “Do you like irradiated meat?” Enough said.

Question for you: What are your favorite teacher comebacks? How do you respond to irritating (if well-meaning) comments from friends, neighbors, and others who don’t know what it’s like to do your job?

Everyone stucked in a routine since opening the eyes to closing it again. but the win blows as usual, keeping our dreams and destiniation. I don't meant to beg on knee for one's mercy but sticking in a jumble word of willingness make me loose my pursue. Anyone can help? not but me...

Trying to open my hearing to the blazing sounds of nature... mesmerizing..! the night when I fall asleep was as tranquile as before. but this morning, I smell the most relaxing black coffe made specially by my beautiful wife...

FINALLY, someone has made it quick, simple, and easy to sell the stuff you no longer need for cash (or great products)!